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Using the theoretical framework of occupational socialization, the purpose of this study was to examine preservice physical education teachers' beliefs and values of teachers and teaching through analysis and interpretation of favorite teacher narratives. One hundred and eighty six preservice physical education teachers' narratives were collected and analyzed using open and axial coding (Corbin & Strauss, 2008). The qualities and characteristics identified through analysis were organized into seven inclusive sub-categories of favorite teacher characteristics and abilities and were articulated into three central themes, described as Pay it Forward, Caring in Teaching, and Motivated to Learn. The findings suggest that understanding favorite teacher influences on preservice teachers provides insights into maximizing the impact of physical education teacher education programs.

Cross‐cultural studies of psychiatric phenomena allow testing of assumptions of biological consistency and improved understanding of how disorders are culturally formulated. We used a comparative approach to test for population variation in degrees of harmful academic and social dysfunction associated with children's display of behaviors considered symptomatic of Attention Deficit Hyperactivity Disorder (ADHD). Teacher ratings on psychometric scales described behavior and functioning in population‐representative samples of Colombian and United States schoolchildren. Mean levels of the behaviors were similar across populations, including a constant gender difference. A multiple regression model showed remarkably consistent relationships of hyperactivity and inattention to harmful dysfunction across populations and genders. Increasing inattention was associated with increasing harmful dysfunction. Increased hyperactivity was associated with improved functioning to a uniform threshold, beyond which more hyperactivity was associated with greater harmful dysfunction. Patterns of relationships between ADHD‐associated behaviors and their consequences may prove useful as a basis for cross‐cultural investigation of ADHD. The idea of ADHD as psychiatric disease concept or construct with some cross‐cultural (external) validity is supported by these data, [cross‐cultural psychology, ADHD (Attention deficit hyperactivity disorder), child behavioral disorders, Colombia]

ABSTRACTBiobank participants often do not understand the information they are provided during the informed consent process. Ethicists and other stakeholders have disagreed, however, on the appropriate response to these failures in understanding. This paper describes an attempt to address this issue by conducting knowledge tests with 22 recent biobank enrollees, followed by in‐depth, semistructured interviews about the goal of understanding in biobank consent. The interviews revealed that while biobank enrollees thought the information on the knowledge test was important, they did not think that performance on the test should affect whether individuals are permitted to enroll in a biobank. Three main themes emerged from the interviews: helping others by contributing to research is more important than understanding consent forms, less understanding is required because biobank‐based research is low risk, and only a small amount of information in the consent form is really essential. These perspectives should be considered in discussing the ethics and governance of biobank consent processes.

Effective conceptualizations of research burden should address indirect burdens related to research duration, intensity, and invasiveness. Introducing the concept of perceived research burden, we developed, tested, and validated a new instrument, the Perceived Research Burden Assessment (PeRBA). Initial psychometric evaluation of PeRBA reveals good internal consistency, evidence of face validity, and acceptable convergent and discriminant validity.

The shifting environment of Indigenous community-based research demands reflexivity because the negotiation and maintenance of relationships are central (Findlay, Ray, & Basualdo, 2014). This paper expands on the importance of social relationships in the Nehinuw (Cree) worldview by reflecting on an ongoing research partnership among a team of Indigenous and Settler researchers from three universities and one Indigenous community agency. The Nehinuw relationships of weechihitowin (supporting and helping each other), weechiyauguneetowin (partnership, collaborative or shared action), otootemitowin (respectful openness and acceptance of others), and weechiseechigemitowin (alliances for common action) (L. Goulet & K. Goulet, 2014) form the theoretical framework for analyzing the challenges and successes that have sustained this collaboration for almost 10 years. This article will enhance understanding of Indigenous community-based research to promote an epistemological shift toward Indigenous modes of inquiry.

BACKGROUND: Having a companion of choice throughout childbirth is an important component of good quality and respectful maternity care for women and has become standard in many countries. However, there are only a few examples of birth companionship being implemented in government health systems in low-income countries. To learn if birth companionship was feasible, acceptable and led to improved quality of care in these settings, we implemented a pilot project using 9 intervention and 6 comparison sites (all government health facilities) in a rural region of Tanzania. METHODS: The pilot was developed and implemented in Kigoma, Tanzania between July 2016 and December 2018. Women delivering at intervention sites were given the choice of having a birth companion with them during childbirth. We evaluated the pilot with: (a) project data; (b) focus group discussions; (c) structured and semi-structured interviews; and (d) service statistics. RESULTS: More than 80% of women delivering at intervention sites had a birth companion who provided support during childbirth, including comforting women and staying by their side. Most women interviewed at intervention sites were very satisfied with having a companion during childbirth (96–99%). Most women at the intervention sites also reported that the presence of a companion improved their labor, delivery and postpartum experience (82–97%). Health providers also found companions very helpful because they assisted with their workload, alerted the provider about changes in the woman's status, and provided emotional support to the woman. When comparing intervention and comparison sites, providers at intervention sites were significantly more likely to: respond to women who called for help (p = 0.003), interact in a friendly way (p < 0.001), greet women respectfully (p < 0.001), and try to make them more comfortable (p = 0.003). Higher proportions of women who gave birth at intervention sites reported being "very satisfied" with the care they received (p < 0.001), and ...